The Elementary School Counselor as Consultant for Self-Concept Enhancement.

Abstract

During the past decade, the issue of affective education and personal de self-concept has received increased velopment, however, suggests the need attention in educational and psychofor more deliberate and coordinated logical literature. Educators and psyefforts and more efficient use of staff, chologists have generally agreed that time, and resources to promote the af self-concept has a pervasive influence fective growth and adjustment of stu on the child's total development (Briggs, dents. Kehas (1970) contended that ed 1970). Because of the presumed imucation entails much more than portance of positive self-concept, eleintellectual growth and recommended mentary teachers and counselors have that it be redefined more comprehen been encouraged to become involved sively as involvement with learning. He in activities that will foster positive has suggested that the guidance aspect growth in this area (Weinhold & Hilof the educational process addresses the ferty, 1983). We present in this article personal development of the individ a model for counselors to use in deual: It is concerned with that aspect veloping an in-service program that inof human experiencing which has been volves teachers in implementing a cur riculum for children's emotional _ . . ., , 7~ ~ , 7 7 7 Patricia Y. Leonard is an assistant professor of P ' counselor education, Department of Educational Until the 1960s, self-concept and Leadership and Foundations, University of New other areas of affective development Orleans. Anne E. Gottsdanker-Willekens is a received little systematic emphasis from professor of reading, Antelope Valley College, educators. The current emphasis on Lancaster, California.